Dr. Tiffany Peltier discusses Conceptual Change Theory and how it can be used to challenge misconceptions around dyslexia.

Learn effective strategies for teaching cursive and implementing CLIFTER in your classroom.

Attack strategies and schema instruction are two evidence-based approaches for helping students solve word problems.

Word problems present a challenge to students, and common strategies for teaching word problems may be ineffective and misleading.

Professor of Psychology and Researcher Dr. Tim Odegard discusses his work supporting students at risk for reading difficulties and his vision for the future of the science of reading.

Providing students with ample opportunities to respond throughout a lesson can improve their instructional performance.

Literacy skills, such as reading comprehension, vocabulary knowledge, and knowledge of text structures, are critical for students’ success in academic subjects.

Fidelity and contextual fit are complementary considerations in evidence-based literacy instruction. This post introduces some strategies for improving intervention feasibility without sacrificing fidelity.

Teachers can use data to guide instructional decisions in Tier 1 settings.

Educators can use data-based decision-making to inform instructional practices and improve student outcomes.

Researcher Daisy Pelletier discusses her work on student reading motivation and its implications for parents and teachers.

Pelletier et al. (2024) examine different sources and forms of reading support and their impacts on students’ reading motivation.